Formal and Informal Assessment of Student Learning
Name: Sarah Rockwell
I. Assignment Description/Requirements
Formal: Students are to read directions, and use prior knowledge that was taught in class, to respond to each question.
Informal: Students had to answer 13 short-answer questions based on a lab experiment that they conducted on melting wax and sugar.
II. Preparation / Development
1. Reflect on your current assessment practices. How have you been determining what students understand and what they are able to do?
Formal: Yes. Students demonstrated their depths of knowledge through challenging questions that required the use of higher order thinking skills.
Informal: Yes. Students demonstrated their understanding of melting and freezing by answering short-answer questions based off of information that they gathered from an experiment.
2. Describe the concept(s) that you are trying to assess in these assignments. Include a link to the appropriate GSE(s) on RIScienceTeachers. Be sure to include in your description your definition, examples of what it is, why students have difficulty with this concept, and why it is important that you teach this topic
Formal:
(GSE PS1 (5-8)Students demonstrate their understanding of characteristic properties of matter such as melting point, boiling point, and phase changes.
Melting point is the point at which a liquid substance will begin to freeze, and a solid substance will begin to melt.
Students have difficulty realizing that the melting point for each substance is different
Students have difficulty plotting the melting plotting on a number line with other temperatures and labeling the state of matter that the substance is in at a given point.
Informal:
GSE PS1 (5-8)Students demonstrate their understanding of characteristic properties of matter such as phase changes.
Freeze= when a liquid becomes a solid due to a decrease in kinetic energy.
Students have difficulty understanding that substances do not have to be cold to freeze.
3. (and 7) Describe an informal assessment that you selected, modified, or designed to address this concept. Summarize the instructions you gave your students and Include a link to the informal assessment here as well.
Students were required to record and answer a focus question based on whether wax and sugar will melt completely.
The class then conducted an experiment related to the focus question. Students were required to record their observations using detailed descriptions. Students discovered through their experiment that both wax and sugar melted when heat was applied and froze at room temperature.
Students were then instructed to answer 13 questions on melting wax and sugar. 7 questions were short-answer questions and 6 required students to provide evidence with their answers. This allows students to make connections from the experiment to their questions.
This assignment called upon students to reflect upon their work and use their data to make claims and provide evidence for the wax and sugar questions.
Observations had to include glossary words such as translucent transparent and opaque.
Sentences had to be complete, relevant and correct.
I can't read your examples - photos too small. - fogleman
4. (and 8) Create a formal assessment. Describe this assessment, including concepts, types of items, and how it was assessed. Include a link to a copy of the assessment here as well.
The assessment calls upon students to use higher level thinking skills in writing responses to questions, contrasting key words, plotting melting points and boiling points to number lines, and determining the state of matter of specific elements at specific temperatures. Students were provided with visual diagrams to label as well as some questions that prompted students to create visual diagrams.
This assignment was assessed by using a grading key of the test with key information that the students must have included in their responses. The key also included a point range for each response.
5. Develop the evaluation criteria (or key) for your formal assessment or link it here.
I'm sure this is wonderful. I just can't read it. ;-) - fogleman
6. Develop the evaluation criteria (or key) for your informal assessment or link it here. This description should include the assessment's features, how it addresses different depths of knowledge, as well as an explanation of how it addresses a scientific practice related to inquiry.
This evaluation criteria assesses the student's ability to draw conclusions and cite evidence from the experiment. Students are also assessed in their ability to make connections with their prior knowledge and new concepts. They will call upon their previous knowledge of what "freeze" means and apply it to what they observed.
This assessment also addresses scientific practices related to inquiry. This is done through students answering a focus question that requires them to formulate a hypothesis. Students then conduct an experiment to prove or disprove their previous ideas.
7. & 8. - Already addressed above.
9. For your informal assessment, upload scans of the work of three or four students. The work of each student should be on a different page. At the bottom of each students' page, you should describe the level of student understanding, e.g. high, average, or low, and describe how this is indicated in their answers. An example of how to do this is here. Note: Remember to name the pages you create carefully, e.g. "Smith S10 - High Performing" instead of "High-Performing."
Savannah S7: High Performing
Savannah S7: High Performing
Savannah S7: High Performing
Coelho S7: Average/Low Performer
Coelho S7: Average/Low Performer
Brown S7: Average Performer
Brown S7: Average Performer
Brown S7: Average Performer
10. For you formal assessment, describe how you think it addressed the concepts you were trying to assess? How did you modify the assessment to address learning differences or special needs?
The formal assessment addressed students' understanding of phase changes by having them formulate the steps that occur during each phase change. Students also demonstrated an understanding of melting and dissolving by comparing and contrasting them. The last section of the assessment called upon students to draw conclusions about what state of matter an element would be in at specific temperatures. To determine this, students had to formulate a number line that would demonstrate their hypothesis.
By underlining key words in the assessment, students with special needs are able to identify the specific information that the assessment is calling for. Also, the final part of the assessment which calls upon students to develop a number line was further modified by adding a number line (with temperatures) to the paper already, and simply having the students label the melting and boiling points and the phases of matter before and after each point.
III. Analysis / Reflection
11. Use both the informal and formal assessments to describe what you learned about what your students understand about these concepts. Use specific examples from both the informal and formal assessment to illustrate your points. What can your students do now that they could not before, and what do they still need to learn?
I learned that my students understand phase changes and can list the steps that occur for each change. My students can also define key words and label images of multiple forms of matter. However, I learned that temperatures confused them when they were asked to place them on a number line, or when they appeared in questions.
The students also struggled when asked to compare and contrast key words such as melting and dissolving, or use evidence to support their answers.
With the Melting Wax and Sugar exercise, students were able to tell me that the sugar and wax froze because they turned back into a solid. However, the following question asked students if substances need to be cold to freeze, which many students answered incorrectly. Most students stated that substances DO need to be cold to freeze because their freezer at home is cold and things freeze in it.
In the formal assessment, students demonstrated their understanding of phase changes when describing them individually. Students can now identify states of matter and define phase changes, but still need more practice on providing evidence and creating number lines.
12. OMIT
13. For your formal assessment only, select one student characteristic, e.g. ability, gender, age, etc) and compare the relative performance of each group. Hint: Use box and whiskers plots to compare the two groups. What do you conclude from this comparison? Why?
14. Describe any ways in which you involved students in self-assessment. How did you communicate what you learned from your informal and formal assessments to your students? What did they do with this information?
Students became involved in my self-assessment through participating in a Fish-Bowl activity at the end of class. Students were asked to reflect on everything that they were taught about matter. They were then handed a small piece of paper. They were instructed to write something that they still did not understand or something that they would like to know more about on the paper and toss it in the Fish Bowl. I then pulled out a few papers that we discussed as a class.
Later that evening I reviewed all of the papers to asses what students need further instruction on.
Students also became involved in my self-assessment by revising the formal assessment that they took. Students were instructed to revise their tests if they received lower than a 70%. We went over the test as a class without giving out the answers. I informed students what I was looking for in each question. Students made the revisions for homework and could meet with me after school for further help.
15: Most Important: Compare your objectives for student learning (both in terms of science concepts and practices) to the student learning you observed. What did you learn about your teaching based on the student performances? What will you do differently next time? Why would you make these changes? What, if anything, will you do to improve the assessment?
I learned that students need detailed direction before beginning an assignment. Students tend to rush through tasks without taking the time to read the directions.
I also learned that my students had difficulty supporting their answers. Next time, I could modify my assessment to require students to define words, then provide examples for the words in another section. This will provide students with a reference (in their own words) when they are asked to answer a question that requires them to make a claim and use evidence.
Students also had difficulty putting temperatures on a number line. In the future, I will place the number line vertically to allow students to better visualize the placement of negative numbers. I will also review more examples of work that involve number lines in my lessons.
For modifications, I could place the temperatures on the number line and have students label the states of matter and the melting point and boiling point.
20/24. It would have been nice to see your Ss work and your feedback. - fogleman
Name: Sarah Rockwell
I. Assignment Description/Requirements
II. Preparation / Development
1. Reflect on your current assessment practices. How have you been determining what students understand and what they are able to do?
2. Describe the concept(s) that you are trying to assess in these assignments. Include a link to the appropriate GSE(s) on RIScienceTeachers. Be sure to include in your description your definition, examples of what it is, why students have difficulty with this concept, and why it is important that you teach this topic
3. (and 7) Describe an informal assessment that you selected, modified, or designed to address this concept. Summarize the instructions you gave your students and Include a link to the informal assessment here as well.
Students were required to record and answer a focus question based on whether wax and sugar will melt completely.
The class then conducted an experiment related to the focus question. Students were required to record their observations using detailed descriptions. Students discovered through their experiment that both wax and sugar melted when heat was applied and froze at room temperature.
Students were then instructed to answer 13 questions on melting wax and sugar. 7 questions were short-answer questions and 6 required students to provide evidence with their answers. This allows students to make connections from the experiment to their questions.
This assignment called upon students to reflect upon their work and use their data to make claims and provide evidence for the wax and sugar questions.
Observations had to include glossary words such as translucent transparent and opaque.
Sentences had to be complete, relevant and correct.
I can't read your examples - photos too small. -
4. (and 8) Create a formal assessment. Describe this assessment, including concepts, types of items, and how it was assessed. Include a link to a copy of the assessment here as well.
The assessment calls upon students to use higher level thinking skills in writing responses to questions, contrasting key words, plotting melting points and boiling points to number lines, and determining the state of matter of specific elements at specific temperatures. Students were provided with visual diagrams to label as well as some questions that prompted students to create visual diagrams.
This assignment was assessed by using a grading key of the test with key information that the students must have included in their responses. The key also included a point range for each response.
5. Develop the evaluation criteria (or key) for your formal assessment or link it here.
I'm sure this is wonderful. I just can't read it. ;-) -
6. Develop the evaluation criteria (or key) for your informal assessment or link it here. This description should include the assessment's features, how it addresses different depths of knowledge, as well as an explanation of how it addresses a scientific practice related to inquiry.
This evaluation criteria assesses the student's ability to draw conclusions and cite evidence from the experiment. Students are also assessed in their ability to make connections with their prior knowledge and new concepts. They will call upon their previous knowledge of what "freeze" means and apply it to what they observed.
This assessment also addresses scientific practices related to inquiry. This is done through students answering a focus question that requires them to formulate a hypothesis. Students then conduct an experiment to prove or disprove their previous ideas.
7. & 8. - Already addressed above.
9. For your informal assessment, upload scans of the work of three or four students. The work of each student should be on a different page. At the bottom of each students' page, you should describe the level of student understanding, e.g. high, average, or low, and describe how this is indicated in their answers. An example of how to do this is here. Note: Remember to name the pages you create carefully, e.g. "Smith S10 - High Performing" instead of "High-Performing."
10. For you formal assessment, describe how you think it addressed the concepts you were trying to assess? How did you modify the assessment to address learning differences or special needs?
The formal assessment addressed students' understanding of phase changes by having them formulate the steps that occur during each phase change. Students also demonstrated an understanding of melting and dissolving by comparing and contrasting them. The last section of the assessment called upon students to draw conclusions about what state of matter an element would be in at specific temperatures. To determine this, students had to formulate a number line that would demonstrate their hypothesis.
By underlining key words in the assessment, students with special needs are able to identify the specific information that the assessment is calling for. Also, the final part of the assessment which calls upon students to develop a number line was further modified by adding a number line (with temperatures) to the paper already, and simply having the students label the melting and boiling points and the phases of matter before and after each point.
III. Analysis / Reflection
11. Use both the informal and formal assessments to describe what you learned about what your students understand about these concepts. Use specific examples from both the informal and formal assessment to illustrate your points. What can your students do now that they could not before, and what do they still need to learn?
I learned that my students understand phase changes and can list the steps that occur for each change. My students can also define key words and label images of multiple forms of matter. However, I learned that temperatures confused them when they were asked to place them on a number line, or when they appeared in questions.
The students also struggled when asked to compare and contrast key words such as melting and dissolving, or use evidence to support their answers.
With the Melting Wax and Sugar exercise, students were able to tell me that the sugar and wax froze because they turned back into a solid. However, the following question asked students if substances need to be cold to freeze, which many students answered incorrectly. Most students stated that substances DO need to be cold to freeze because their freezer at home is cold and things freeze in it.
In the formal assessment, students demonstrated their understanding of phase changes when describing them individually. Students can now identify states of matter and define phase changes, but still need more practice on providing evidence and creating number lines.
12. OMIT
13. For your formal assessment only, select one student characteristic, e.g. ability, gender, age, etc) and compare the relative performance of each group. Hint: Use box and whiskers plots to compare the two groups. What do you conclude from this comparison? Why?
14. Describe any ways in which you involved students in self-assessment. How did you communicate what you learned from your informal and formal assessments to your students? What did they do with this information?
Students became involved in my self-assessment through participating in a Fish-Bowl activity at the end of class. Students were asked to reflect on everything that they were taught about matter. They were then handed a small piece of paper. They were instructed to write something that they still did not understand or something that they would like to know more about on the paper and toss it in the Fish Bowl. I then pulled out a few papers that we discussed as a class.
Later that evening I reviewed all of the papers to asses what students need further instruction on.
What did they say? -
Students also became involved in my self-assessment by revising the formal assessment that they took. Students were instructed to revise their tests if they received lower than a 70%. We went over the test as a class without giving out the answers. I informed students what I was looking for in each question. Students made the revisions for homework and could meet with me after school for further help.
15: Most Important: Compare your objectives for student learning (both in terms of science concepts and practices) to the student learning you observed. What did you learn about your teaching based on the student performances? What will you do differently next time? Why would you make these changes? What, if anything, will you do to improve the assessment?
I learned that students need detailed direction before beginning an assignment. Students tend to rush through tasks without taking the time to read the directions.
I also learned that my students had difficulty supporting their answers. Next time, I could modify my assessment to require students to define words, then provide examples for the words in another section. This will provide students with a reference (in their own words) when they are asked to answer a question that requires them to make a claim and use evidence.
Students also had difficulty putting temperatures on a number line. In the future, I will place the number line vertically to allow students to better visualize the placement of negative numbers. I will also review more examples of work that involve number lines in my lessons.
For modifications, I could place the temperatures on the number line and have students label the states of matter and the melting point and boiling point.
20/24. It would have been nice to see your Ss work and your feedback. -